Transcript Teaching Grammar with Fun Learning Games

Presented by: ENDANG KURNIA
DEPARTMENT OF TEACHING EDUCATION
FACULTY OF TEACHING AND EDUCATIONAL SCIENCES
UNIVERSITY OF SWADAYA GUNUNG JATI
CIREBON
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English is so widely spoken, it has often been
referred to as a "world language",
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English is an official language of the United
Nations and many other international
organisations, including the International
Olympic Committee.
Books, magazines, and newspapers written in
English are available in many countries around
the world. English is also the most commonly
used language in the sciences
Student condition:
1.Easy to be bored
2. Hard to be focus
3. Hard to be interested
continuously
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Games help and encourage many learners to
sustain their interest and work.
Games also help the teacher to create
contexts in which the language is useful and
meaningful.
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1. Games are a welcome break from the usual routine of
the language class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort.
Games help students to make and sustain the effort of
learning.
4. Games provide language practice in the various skillsspeaking, writing, listening and reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.'
* A game must be more than just fun.
* A game should involve "friendly" competition.
* A game should keep all of the students
involved and interested.
* A game should encourage students to focus on
the use of language rather than on the language
itself.
* A game should give students a chance to learn,
practice, or review specific language material.
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Affective
Cognitive
Class Dynamics
Adaptability
- lowers affective filter
- encourages creative and spontaneous use of
language
- promotes communicative competence
- motivates
- fun
- reinforces
- reviews and extends
- focuses on grammar communicatively
- student centered
- teacher acts only as facilitator
- builds class cohesion
- fosters whole class participation
- promotes healthy competition
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easily adjusted for age, level, and interests
utilizes all four skills
requires minimum preparation after
development
Research is showing that this is an excellent
way to do it.
"Games and problem-solving activities, which
are task-based and have a purpose beyond
the production of correct speech, are the
examples of the most preferable
communicative activities."
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They can do this because students are often
more motivated to play games than they are
to do desk work. Plus, during the game, the
students are focused on the activity and end
up absorbing the language subconsciously.
One can also add that fun learning games
usually contain repetition, which allows the
language to stick.
"the use of such activities both increases the
cooperation and competition in the
classroom."
explains more reasons why games do work for
teaching grammar. Learning a language requires
constant effort and that can be tiring. Ersoz says
games can counter this as because:
* Games that are amusing and challenging are
highly motivating.
* Games allow meaningful use of the language
in context.
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The theory of intrinsic motivation also gives some
insight as to why teaching grammar through games
actually works. Intrinsic motivation refers to the
internal factors that encourage us to do something.
Most young learners will not internally decide that
they want to learn grammar. They don't yet
understand the concepts of why it's important to
know proper grammar, so these external factors won't
affect them much either. Instead, intrinsic motivation
can lead encourage them to play games. If these
games are good then they will be learning while they
are playing.
When you are looking for games to use in your
classroom, don't just pick something to be a "time
filler" which does not have a definite linguistic
outcome. These games may entertain the
students, but when you don't have much time
with them each day as it is, you want your game
to do double duty to get the most out of the time
you spend playing games.